This qualitative study examined the role that middle leaders and their professional learning communities (PLCs) play in focusing teachers’ attention on student learning. The study presents an analysis of this phenomenon across multiple school types in Hong Kong and Shenzhen, China using case study methodology as a vehicle to uncover factors which support and inhibit the work of middle leader-led PLCs in varying school contexts.This thesis demonstrates that middle leaders use a plethora of skills and exhibit myriad attributes to form and maintain their teacher teams. The nine critical attributes presented here: (a) shared values and vision; (b) collective responsibility; (c) reflective professional inquiry; (d) collaboration, (e) promotion of group, as well as individual, learning; (f) mutual trust, respect and support among members; (g) inclusive membership; (h) looking beyond the school for sources of learning and ideas and (i) shared leadership, when present, create an environment where robust structures can be formed. Such structures create a forum for teachers to collaborate on instructional initiatives, curriculum enactment, teacher empowerment and team building. These opportunities for professional dialogue were welcomed by middle leaders and teachers across the study.The findings from the interviews with middle and senior leaders, as well as with members of their PLCs, revealed there were five aspects that impacted middle leaders effectiveness with their prospective teams, depending on their school context: (a) funds for professional development; (b) the competitive environment; (c) staff stability and longevity; (d) the leadership style of the principal and (e) middle leader authority and role recognition. The nexus between school type and these five aspects impact on the middle leaders’ actions when working with their teacher teams. Middle leaders adapt their leadership to their situational contexts and customize strategies which cohere to the school’s ethos

This study offers an in-depth understanding of acculturative experiences among a group of Pakistani secondary school students in Hong Kong. The study findings seek to report the various ways in which the research participants experience acculturation in the familial, communal, educational, and societal contexts and identify the various factors that facilitate or hinder their acculturation to mainstream society. The study employed a culture learning approach and adopted a strength-based perspective to understand the lived acculturative experiences of first-generation and second-generation Pakistani students (n-16) attending six different secondary schools in Hong Kong. Phenomenography as research methodology guided the study, and data was collected through in-depth semi-structured interviews. The phenomenographic data analysis aided by Nvivo software resulted in twenty-eight categories representing the different ways in which the research participants experience acculturation. The three findings chapters delineate what and how the participants learn about their heritage culture (enculturation) as well as other cultures (acculturation) and what factors hinder their acculturation to the mainstream society. While growing up in the multicultural city of Hong Kong, the research participants not only learn about their social identities and acquire multiple languages but also learn about their heritage culture and other cultures. Although all the participants make sense of their social identities differently, their place of birth, ethnicity, nationality, and religious affiliation shape their hyphenated identities. The acquisition of linguistic capital in multiple languages, including mother tongue, Urdu, English, Cantonese, and Arabic, facilitate their learning about heritage culture and other cultures. Their everyday socialization across the social settings results in both their enculturation as well as acculturation.Within the familial context, language preferences, dietary

This paper reports on an action research study about the use of the flipped classroom approach in the Mathematics classes of a Hong Kong secondary school. It aims at exploring how to design and implement flipped classrooms and investigating student learning outcomes from and attitudes toward the use of this instructional approach. A total of 130 Form 2 (Grade 8) students were involved in the first (n=58) and the second (n=72) action research cycles respectively. Pre-test, post-test and delayed post-test results show significant learning gains in both action research cycles. After teachers made improvements (e.g., more technical support and the use of group competition activities) as informed by the first cycle, class evaluation results and the degree of student engagement became significantly higher in the second cycle. Suggestions concerning technical support, teachers’ preparations for flipped classrooms and students’ readiness of flipped learning are proposed on the basis of teachers’ and students comments as well as existing literature. Copyright © 2017 The Hong Kong Teachers' Centre.

This chapter serves as an introduction to the LPATE training courses initiated by the HKSAR Government to provide in-service teachers of English with developmental and proficiency programmes. The current chapter provides a theoretical foundation highlighting the necessity for teacher professional development through training courses. This chapter then outlines the LPATE training courses provided for in-service teachers in Hong Kong between 2001 and 2005. Various modules put on by different course providers and the details of information on these modules are provided, including purpose of the training courses, the number of trainees enrolled and the attainment rate across different institutions. The chapter ends with remarks from trainees to illustrate how the training courses were perceived by course takers. Copyright © 2018 Springer Nature Singapore Pte Ltd.

口語是人們日常學習及溝通，以至交流情感的工具。《幼稚園教育課程指引》(2017，頁 28) 指出，香港人口大都以中文（口語主要是粵語）為溝通媒介，學校應該「先讓幼兒多發展中文方面的能力」，並「為幼兒提供生活化和富趣昧的聽、説經驗」，從而「豐富讀、寫的經驗。」其實，不少幼兒教育理論也認同「感官學習」對幼兒的重要性。本研究以行動研究方式，以29位介乎5-6歲「高班」幼兒為研究對象，嘗試透過「多感官學習法」改善幼兒的粵語發音。研究結果發現100%受試幼兒能透過「多感官學習法」改善粵語發音，也提高了説粵語的信心，顯示「多感官學習法」引導學前幼兒掌握粵語發音的可行性。同時，家長問卷也顯示「多感官學習法」得到家長的認同。 Copyright © 2019 香港教師中心.

Values, as a culturally specific notion, have a vital role to play in classroom mathematics learning. In this chapter, we argue that valuing, especially from the student's perspective, serves as a lens for us to better understand how they perform in mathematics learning. To develop such a lens, we investigated the componential structure of Hong Kong mathematics students by utilising a values questionnaire as a lens to better understand what the students find important in mathematics learning. A principal component analysis has been used in this study with the objective to interrogate the data. The analysis of the data led to the identification of nine components valued by Hong Kong students in their mathematics learning. We discuss the findings in terms of the Hong Kong culture and context and the value categories and we suggest implications for future research studies. Copyright © 2018 Springer Nature Switzerland AG.

“新農村學習型學校社區建設工程”是一項由政府、大學與非政府組織、學校與社區、城市與農村共同參與的大型夥伴協作項目。該項目的實施採用了一種演化漸進的取向，參與各方對目標的詮釋各有側重。從變革實施的“忠實觀”和“調適觀”兩種觀點來看，該項目取得了一定的成效。今後同類項目的實施可考慮在學校領導、社會參與及評價方法等方面做出改進。 "The Construction of New Village Learning School and Community" is a large-scale project which involves the partnership between local government, a local university and a non-government organization from Hong Kong, the school and the community, the city and the village. The implementation of this project is featured by an evolutionary orientation allowing local adaptation. Participants of various parties have different emphases about the goals of this project. From the two perspectives of change implementation, i.e., fidelity and adaptation, this project brings a lot of changes to local schools and communities. In future, the school leadership, social participation and evaluation strategies could be improved to facilitate the implementation of similar projects. Copyright © 2010 西北師範大學.

香港學前教育機構和學前教育課程都在不斷發展，學前教師入職資格在不斷提高，政府資助也在增加。對香港業內人士的訪談研究表明，有效能的幼稚園校長的特徵應是“有遠見，有領導與管理才能”“具有專業的知識與能力”“知人善任，處事公正”“富有愛心和同情心、對幼兒教育事業具有責任感和使命感”“擅長人際溝通與交往”；有效能的幼兒教師的特徵應是“對幼兒有愛心，熱愛幼兒教育事業，對幼兒教育事業具有責任感和使命感”“具有專業的知識與能力”“主動、持續的學習與反思”“能夠團隊合作，掌握人際交往與溝通技能”。香港學前教師教育的質量亟待提高。 The instructions and curriculum of Hong Kong’s preschool education are developing and the requirements for preschool teachers and the government’s investment are increasing. It has been agreed that efficient kindergarten leaders and teachers should have relevant attitudes and abilities to kindergarten education. The quality of Hong Kong’s preschool education still needs to be improved. Copyright © 2007 長沙師範學校.

Most research concerned with students' civic learning has focused on what has been learnt as a result of their school experiences. While some attention has been paid to the influence of parents, peers and out-of-school experiences, in general these influences have been regarded as marginal to those provided by the official curriculum. While we do not underestimate the importance of these latter experiences, our focus in this chapter is on informal learning and its impact on the development of student's civic knowledge. Student samples from Hong Kong, Korea and Taiwan were drawn from the International Civic and Citizenship Education Study (ICCS) 2016. Informal learning was defined in the study reported here as “traditional media,” “social media” and “interaction with friends.” Structural equation modelling was used to test the relationship between informal learning, formal learning, citizenship self-efficacy, participation experiences and civic knowledge. Results indicated that traditional media exerted a positive effect on students' civic learning across the three societies; social media exerted a small but negative effect in all societies, though the effect was not significant in Korea. Talking with friends about social and political issues or about other countries, as a source of informal civic learning, did not affect students' civic knowledge in any significant way in any society. Copyright © 2020 selection and editorial matter, Javier Calvo de Mora and Kerry J. Kennedy; individual chapters, the contributors.

香港中文大學學習借鑒美國經驗，在提高學校教育質量、人才素質培養方面，大膽地進行了與傳統學校教育相佐的改革嘗試——推行《躍進學校計劃》。她將教育置於社會大背景下，融學校教育、家庭教育、社會教育於一體；充分發揮大學對中小學教育質量的促進作用。這種合作夥伴關係貫通大中小學校，延至社區，並與國外攜手形成立體合作網絡，拓寬了“教育”的視野，使得教育更富有成效。《躍進學校計劃》對教育改革頗有啟發。 Copyright © 1998 上海市教育科學研究院; 上海市高等教育學會.